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Level Three Leadership Getting Below the Surface

Level Three Leadership : Getting below the Surface

Level Three Leadership : Getting below the Surface

Summary

"This book posits the view that many leaders have learned to lead at Level One, focusing on behavior and often ignoring or undervaluing opportunities to influence people at Level Two, their thinking, and at Level Three, their values and basic assumptions about how the world operates." "The goal of this book is to provide practical principles of leadership that get beneath the surface, that intend to influence the thinking and feeling of others rather that just their behavior. This book is not about summarizing all the leadership theories. It is about integrating theory and practice and creating a model and a set of related perspectives and concepts about how a person can become a better, ethical leader in their own lives, in their work group, and in their organizations."--BOOK JACKET.

Table of Contents

Preface

xix

Acknowledgments

xxv

PART I INTRODUCTION

1

(90)

The Leadership Point of View

3

(5)

The Changing Context of Leadership

8

(16)

General Model of Leadership in Organizations

24

(18)

Levels of Leadership

42

(12)

The Moral Foundation of Extraordinary Leadership

54

(12)

A Leader's Guide to Why People Behave the Way They Do

66

(25)

An Abbreviated List of Personal Defense Mechanisms

88

(3)

PART II SELF

91

(50)

Six Steps to Effective Leadership

93

(17)

Leadership and Intelligence

110

(12)

Resonance, Leadership, and the Purpose of Life

122

(19)

PART III STRATEGIC THINKING

141

(34)

Strategic Thinking

143

(16)

Personal and Organization Charters

159

(16)

PART IV LEADING OTHERS

175

(32)

Leading Others

177

(13)

Leading Teams

190

(17)

PART V LEADERS AS DESIGNERS

207

(38)

Leading Organizational Design

209

(18)

Leading Change

227

(18)

PART VI CONCLUSION

245

(10)

Summary

247

(8)

PART VII SUPPLEMENTARY MATERIALS

255

(89)

Level Three Leadership Program Workbook

257

(18)

Survey of Managerial Style

275

(12)

Life's Dream Exercise

287

(4)

Leadership Steps-Assessment (LSA)

291

(14)

Team Self-Assessment

305

(3)

Assessing the Moral Foundation of Your Leadership

308

(2)

Balancing Your Life

310

(9)

Energy Management Exercise

319

(3)

Life's Story Assignment

322

(3)

Leadership Theories

325

(19)

Appendix

344

(3)

Select Bibliography

347

(4)

Index

351

Excerpts

I cannot resist a suggestion which embodies all of my hopes for the school. It is that nothing will ever induce us to lay aside instruction in the ethical foundations of American business. Without a firm attachment to unimpeachable integrity, in our business as well as in our personal affairs, we build on shifting sands and there can be no future for any of us. -- COLGATE W DARDEN, JR. This, book is about learning to make a difference as a leader. It promotes the view that many leaders, especially those raised and trained and experienced in Industrial Age organizations, have learned to lead at what I call Level One, focusing on behavior and often ignoring or undervaluing opportunities to influence people at Level Two, their thinking, and at Level Three, their values and basic assumptions about how the world operates. As a consequence, many managers have a superficial impact on the people with whom they work, which manifests as a perceived lack of leadership and lackluster results. The goal of this book is to provide practical principles of leadership that get beneath the surface, that intend to influence others' thinking and feeling rather than just their behavior. In this, the book attempts to present a practical perspective of leadership rather than a theoretical one. There are no summaries of common leadership theory, yet bits and pieces of many of them are woven into the story presented here. In that sense, this book draws on the literature--what we say we know about leadership today--and it greatly reflects the experience of several faculty at the Darden Graduate School of Business, University of Virginia, who have been involved in designing and teaching leadership programs for master of business administration (MBA) and executive education students for several decades. The book is intended for practicing managers who, on their own or in connection with ongoing studies in executive MBA or executive short courses, want to learn more about effective leadership. It is also intended for MBA students thinking about the same issue, yet this is not, in the usual sense, a textbook. It is not about summarizing all the leadership theories; rather, it's about integrating theory and practice and creating a model and a set of related perspectives and concepts about how one can become a better leader in one's own life, work group, and organizations. BACKGROUND The book is based on consulting, research, and teaching experiences from several faculty of the Darden Graduate School of Business Administration at the University of Virginia in Charlottesville, Virginia, whose mission is "to better society by developing leaders in the world of practical affairs" and whose students, eve hope, tend to be known for an action orientation, an enterprise perspective, determination, vision, judgment, integrity, and social responsibility. The ideas here have been tested in the MBA and executive education classrooms of the Darden School over the last 15 years. The Darden School faculty take a student-centered, practical approach to education, that is, we believe that each class should begin with and build from the level of the students' understanding of the issues and intricacies presented in a series of cases. Cases are descriptions of actual business situations where the authors focus on the situation rather than demonstrating any particular theory or point of view. Real (as opposed to "armchaired") business cases form the basis for virtually all of the class work at the Darden School. Students, all with more than two years of work experience after college, are required to prepare, on average, one case for each of three 85-minute classes each day. The discussion typically begins with a student speaking to the case as well as she can and then develops into an active debate including all members of the class. I have not included any of the cases fr